محمدهادی محمودی

Abstract: The present study was an attempt to investigate the effects of CT-based instruction on intermediate EFL learners’ language learning strategy use across different EQ levels. In other words, it aimed to determine how EFL learners with distinct levels of emotional intelligence might benefit from CT-based instruction, thus use different language learning strategies. A further concern of this study was to investigate the relationship among critical thinking, language learning strategy, and emotional intelligence of Iranian EFL learners. To this end, 88 EFL learners out of a total number of 96 intermediate learners studying at private English language institutes in Shiraz were chosen through the administration of Oxford Placement Test (2007). Then, the Bar-On Emotional Quotient inventory (EQ-i) and California Critical Thinking Skills Test; Form B (CCTST) were administered to the subjects to determine their emotional intelligence and Critical thinking skills. Furthermore, the subjects were required to complete the Strategy Inventory for Language Learning (SILL) prior to the treatment. The subjects in the experimental group were taught the CT skills under the Mixed Approach (Ennis, 1989) through the integration of Yang’s (2012) model, whereas in the control group, lower order thinking skills, such as classification, memorization, and taking notes were emphasized. At the end of the study, the subjects in all groups were given the Strategy Inventory for Language Learning (SILL) for the second time. The results of the study computed through Independent Samples t-test, One-Way ANOVA, Pearson Product Moment Correlation, and Spearman’s rho correlation, revealed that: a) teaching critical thinking skills had a significant effect on the language learning strategy use of EFL learners; b) teaching critical thinking skills had a significant effect on the language learning strategy use of EFL learners across different EI levels; c) there was no significant difference between